At then end of A.’s reading lesson yesterday, she didn’t seem quite ready to be done, but I hesitated to read another page and risk ending on a weak note, as she had done well and was feeling rather proud. I had been pondering writing a “bridge” book myself, in order to get in extra practice before moving on to book five, and had noticed that all of these books revolve around spelling patterns.
So I decided to show A. how many words we could build. I told her I had a secret about the words: Some of them are cousins!
Her eyes grew very wide, and I definitely had her attention.
So I wrote one word on a page in our binder: at.
She read it without difficulty.
And then I showed her how we could change the word by adding different sounds we knew to the beginning: bat, cat, hat, mat, rat, sat. Then we did another pattern: bad, cad, Dad, had, mad, rad, sad, tad. And one more: bag, gag, hag, nag, rag, sag, tag.
She marveled at this. Mommy! I don’t think I know these tricks!
This is a simple exercise, really. One could really have fun with it by getting out some toy letters and physically building the words, and if I had planned ahead, that is what I would have done. But my point was to awaken her mind a bit to the idea that the language makes sense, that it all fits together somehow, that it feels a little magical when you realize how perfect it is.
I could see that she was in awe of it, and that was what I was going for, so I considered the lesson successfully completed.
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The Teaching Reading with Bob Books method uses a special binder system in order to simply and easily tailor the frequency of review to the needs of each individual child. This free guide explains exactly what you need and how to build the TRwBB Binder so that you can get started teaching right away.